BLOOM’S TAXONOMY

Presented by

Vrinda.P.SSocial Science

The objectives of teachers and students or specific classroom teaching learning objectives

are called Instructional Objectives

Interrelationship among three domain

Three domains are iterrelated and mutually dependent

►It involves acquisition of knowledge and development of intellectual competencies.►It includes the recall or recognition of specific facts, terms, symbols, concepts, procedure patterns etc.►It deals with knowing, thinking, and problem solving.

●It divided into knowledge, comprehension, Application, Analysis, Synthesis,Evaluation

Cognitive

1.KNOWLEDGE ( Remembering of previously Learning

Materials)

● Lowest level●Involves the recall or recognition of

Specifics, universal pattern, Structure

Generalisation etc

2. COMPREHENSION

(Grasping the meaning of material)● Second level●Involves previous level too

●Identifyingrelations, Interpretation,

and extrapolation are four types of

this level.

3. APPLICATION ( using information in new or concrete

situation)

● Third level●The individual uses his knowledge and

comprehension of concepts, principles, ideas or procedures in a new situation , for solving a specific problem involved.

4. ANALYSIS (Breaking down the material)

●Analysis of elements, Analysis or

relationships and Analysis of organizational principles are the

three types of this level

5. SYNTHESIS

●Involves the ability of an individual to

put together elements. ●Involves an ability to give new shape

or structure to statements or procedures.

6. EVALUATION

● Highest category. ● Making qualitative and

quantitative judgment about the value of ideas,

works solution, methods, materials etc

►It deals with attitudes, values, interest, and appreciation.►It concern feelings and attitude that students are expected to develop as a result of instruction.●It divided into Receiving, Responding, Valuing, Organizing, Characterisation

Krathwohl, Bloom and others (1964)

1. RECEIVING (attending and awareness)

● First and lowest level.●Indicates the readiness of an

individual to properly receive information.

2. RESPONDING (Acting, feeling, movement and change)

● Second level.● This ability is represented by interest

and willingness to respond.

3. VALUING

●Individuals set guidelines for controlling their own behaviour.

● Acceptance of value, preference for a value, commitment to a value are the

steps involved.

4. ORGANISATION

●Find out the relationship between different values.

●

5. CHARACTERISATION

●Highest level. ●The already existing values are

organized into some kind of internally consistent system.

R.H.Dave (1970)

►Deals with manual and motor skills.

►Based on Concept of co-ordination between Muscular action and neuro muscular co-ordination.

●Five levels are Imitation, Manipulation, Precision, Articulation, Naturalisation

1. IMITATION

●The students will try to imitate the action of teachers.

● He does not involve any control.

2. MANIPULATION

●The child can do the action as per the

construction given by the teacher without imitation.

● Child can distinguish between the movement of different action.

3. PRECISION

●The movement have to be make precise.

●This include accuracy, proportion and exactness in performance., Includes reproduction and control.

4. COORDINATION

●The child can coordinate different action in a sequence.

●It include sequency and harmony.

5. ATRICULATION

● The individual will be able to handle

many actions in unison. ● This ability involves co-ordination in

action.

6. NATURALISATION

●It is the final stage. ●On attaining perfection, actions

become automatic.

1.Knowledge Dimension

2. Cognitive Process Dimension

TWO DIMENSIONS OF REVISED BLOOMS TAXONOMY